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1. The Present State and Future Trends of Blended Learning in Workplace Learning Settings across Five Countries (EJ850591)
Author(s):
Kim, Kyong-Jee; Bonk, Curtis; Teng, Ya-Ting
Source:
Asia Pacific Education Review, v10 n3 p299-308 Sep 2009
Pub Date:
2009-09-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Educational Strategies; Foreign Countries; Evaluation Methods; Human Resources; Blended Learning; Educational Trends; Cross Cultural Studies; Organizational Development; Staff Development; Surveys; Trainers; Training Methods; Barriers; Educational Technology
Abstract: This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents' attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents' predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Knowledge Transfer between Two Geographically Distant Action Research Teams (EJ834843)
Desmarais, Lise; Parent, Robert; Leclerc, Louise; Raymond, Lysanne; MacKinnon, Scott; Vezina, Nicole
Journal of Workplace Learning, v21 n3 p219-239 2009
2009-00-00
Journal Articles; Reports - Research
Descriptors: Action Research; Knowledge Management; Interviews; Trainers; Professional Training; Metal Working; Case Studies; Performance Factors; Stakeholders; Researchers; Personal Narratives; Technology Transfer; Geographic Distribution; Foreign Countries
Abstract: Purpose: The objective of this study is to observe and document the transfer of a train the trainers program in knife sharpening and steeling. This knowledge transfer involved two groups of researchers: the experts and the learners. These groups are from geographically dispersed regions and evolve in distinct contexts by their language and culture. Design/methodology/approach: The paper favors the learning history (LH) technique, a methodology that enabled the different participants to share their experience through reiterate interviews. Findings: Based on the dynamic knowledge transfer capacity model, the absorptive capacity of the train the trainers process appears to have been mobilized. Although there were a number of hitches, people are confident that the project will be successful and that they will put what they have learned to good use in upcoming phases to transfer this program to other organizations. Research limitations/implications: The conclusions apply solely to a context of interprovincial transfer of a train the trainers program. It is believed that it is important to complete the first-phase interviews "before" project start-up. Being unilingual may have prevented some individuals from participating fully when asked to react to the summary documents. Originality/value: The model is explicit enough to encompass the overall dimensions required to understand the dynamics of knowledge transfer. In a short and geographically dispersed context it was found that adjustments to the methodology were necessary, there was a wealth of data and that LH has fostered necessary adjustments that in turn have mobilized the actors. (Contains 4 tables, 2 figures, and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. In the Trainer's Voice: A Study of Training Transfer Practices (EJ838366)
Hutchins, Holly M.
Performance Improvement Quarterly, v22 n1 p69-93 2009
No
Descriptors: Transfer of Training; Professional Training; Work Environment; Content Analysis; Trainers; Evaluation; Intervention; Labor Force Development; Self Efficacy; Accountability; Employees
Abstract: Data were gathered from members of a large professional training organization regarding their practices for supporting training transfer. Transfer factor categories grounded in the literature were used to code the data using content analysis procedures. Commensurate with the transfer literature, results suggest that trainers reported strategies used within the training setting and in the work environment as having the most influence on training transfer. Transfer practices that do not have a firm grounding in the research but that emerged in the data, trainer characteristics and evaluation practices, were reported by trainers as being important influences on training transfer. This study extends previous work on training transfer practices by elucidating the specific transfer influences perceived by training professionals as critical for supporting transfer in organizations. Implications for practice and research are offered that focus on building trainer proficiency for training transfer in organizational settings. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. People with a Learning Disability as Trainers: Evaluation of a Values Based Pilot Training Programme (EJ840697)
Black, Lesley-Ann; Roberts, Paul
British Journal of Learning Disabilities, v37 n2 p129-137 Jun 2009
2009-06-00
Descriptors: Pilot Projects; Developmental Disabilities; Trainers; Values Education; Program Effectiveness; Feedback (Response); Interviews; Foreign Countries
Abstract: This article presents the findings of an independent evaluation of a pilot project in Northern Ireland called "Telling it like it is!" (TILII) conducted over a 2 year timeframe (2005-2007). Seven people with a learning disability were recruited and trained as TILII trainers. With the help of a project facilitator, they designed and presented a values based training programme for staff working in learning disability services. For the purposes of this evaluation, 12 training sessions were evaluated by 119 course recipients who completed feedback forms at the end of the training session they attended. Comments were documented qualitatively and responses were thematically categorised. In addition, semi-structured interviews were conducted with the TILII trainers. Eight course participants also participated in semi-structured interviews. Findings clearly demonstrate that the trainer role has had a positive impact on the trainers; empowering them to become self-advocates and increasing their confidence and interpersonal skills. Course recipients reported that the training was an effective tool for gaining a better understanding of people with learning disability's perspective of their own needs and wishes, and highlighted the values that staff should demonstrate in their work. Additional follow-up evaluation to assess the long-term impact of this training in practice is needed, however it is hoped that more projects of this nature will be adopted in the future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Instructor Beliefs and Their Mediation of Instructor Strategies (EJ853299)
Owen, Christine
Journal of Workplace Learning, v21 n6 p477-495 2009
Descriptors: Organizational Culture; Beliefs; Values; Trainers; Training Methods; On the Job Training; Cultural Influences; Interviews; Phenomenology; Traffic Safety; Foreign Countries; Ability; Performance; Self Esteem; Teacher Student Relationship
Abstract: Purpose: The overall aim of this research is to investigate how aspects of organizational culture enable or constrain the facilitation of learning in the workplace. Design/methodology/approach: A qualitative design was used involving 100 semi-structured interviews conducted with air traffic controllers operating in three centers in Australia. The data were analyzed using a phenomenological approach in an attempt to uncover the lived experience of those interviewed. Findings: The study illustrates how elements of organizational culture evidenced in collectively held values and beliefs mediated the approaches used by on-the-job-training instructors. Three collectively held values and beliefs were identified: belief in ability; the value of performance in demonstrating ability; and the need to exude confidence. The degree to which instructors espoused these beliefs influences the type of instructional strategy they used. Three predominant strategies of engagement with the trainee were identified: acting on, working with, and working against the trainee. Practical implications: The evidence here suggests that programs aimed at facilitating skills development for on-the-job-training instructors need to focus on the existing knowledge and beliefs of those personnel and to provide opportunities for challenge and confrontation of those belief systems. Originality/value: The paper contributes to a growing understanding of the socio-cultural influences present in workplace learning and the role of stereotyping and power in enabling or constraining the learning in the workplace. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The North Dakota Mental Health and Aging Education Project: Curriculum Design and Training Outcomes for a Train-the-Trainer Model (EJ857218)
Fitzgerald, Margaret A.; Chromy, Barbara; Philbrick, Candace A.; Sanders, Gregory F.; Muske, Kara L.; Bratteli, Marlys
Gerontology & Geriatrics Education, v30 n2 p114-129 2009
Descriptors: Curriculum Design; Aging Education; Caregivers; Mental Health; Social Work; Program Effectiveness; Models; Outcomes of Education; Training Methods; Case Studies; Pretests Posttests; Student Attitudes; Rural Areas; Instructional Materials; Program Evaluation; Older Adults; Educational Gerontology; Geriatrics; Aging (Individuals); Instructional Effectiveness; Trainers; Mental Health Workers; Mental Health Programs; Mental Disorders; Allied Health Occupations Education
Abstract: A training curriculum on mental health and aging was developed and disseminated to 32 natural caregivers throughout a frontier state using a train-the-trainer model. Those certified as trainers included social workers, religious professionals, volunteers, long-term care employees, nurses, home health workers, and professional and informal caregivers. Trainers then utilized the materials assembled into toolkits to provide 1,813 hours of education in all eight regions of North Dakota. The purpose of this study was to evaluate the impact of the training on the preparation of trainers to provide mental health and aging education. Several points of evaluation, including a pre/posttest to assess the trainers' knowledge, an appraisal of the self-perceived value of the education to the trainers, and an applied case study to ascertain the trainers' ability to apply what they had learned, demonstrated the benefits of this model. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Preferences for Training Options: A Conjoint Analysis (EJ858402)
Gan, Chui Goh; Lee, Julie Anne; Soutar, Geoffrey N.
Human Resource Development Quarterly, v20 n3 p307-330 Fall 2009
Descriptors: Foreign Countries; Training; Selection; Administrator Attitudes; Reputation; Experience; Educational Attainment; Trainers; Public Opinion; Costs
Abstract: Singapore is a growing educational hub for the Asia Pacific region. However, no prior research has examined how Singaporean managers trade off attributes of training programs when making executive training decisions. The current study used conjoint analysis to identify the most important attributes of training programs as word of mouth, trainers' practical experience, and institutional reputation. Three clearly distinct segments were found: pragmatic executives, who preferred experienced trainers and were somewhat price-sensitive; willing-to-pay executives, who were willing to pay higher fees; and quality-conscious executives, who preferred attribute levels that relate to high quality, including trainers with a higher level of practical experience and an above-average institutional reputation. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. University Teaching Staffs' Pedagogical Awareness Displayed through ICT-Facilitated Teaching (EJ802344)
Lofstrom, Erika; Nevgi, Anne
Interactive Learning Environments, v16 n2 p101-116 Aug 2008
2008-08-00
Descriptors: Pedagogical Content Knowledge; College Faculty; Educational Technology; Electronic Publishing; Web Sites; Faculty Development; Teacher Attitudes; Foreign Countries; Computer Mediated Communication; Adult Learning; Learning Processes; Learning Theories; Content Analysis; Professional Training; Trainers
Abstract: This article focuses on how the teachers' pedagogical awareness is displayed and shaped while they learn to use information and communication technology (ICT) in their teaching and the aim here is to increase our understanding of university teachers as learners and as developers of their pedagogical awareness. The pedagogical awareness of teachers is examined through analysis of their thoughts on student learning and as displayed in their written weblog accounts during a course they took on how to use ICT to support learning. In this study 26 teachers assumed the role of students, i.e. as learners of how to use technology to boost their teaching and to facilitate the learning of their students. The objective of this course at the University of Helsinki was to enhance both the pedagogical and technical skill of teachers. The pedagogical awareness of the teaching staff was analysed by applying the theoretical model of meaningful learning. The results of the present study indicate that while contextuality and the transfer of knowledge was not well elaborated, the teachers particularly emphasized collaboration as a pedagogical means to facilitate learning. Furthermore, teacher reflection was an emerging theme in a few accounts, but this reflection appears to facilitate student learning in a slightly different manner than the elements of meaningful learning, which directly impact the learning situation. This increased understanding of how the new media are adopted into teaching can be used to design ICT training schemes for university teaching staff. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Support for Children with a Visual Impairment in Northern Ireland: The Role of the Rehabilitation Worker (EJ805508)
Gray, Colette
British Journal of Visual Impairment, v26 n3 p239-254 2008
2008-00-00
Descriptors: Visual Impairments; Children; Young Adults; Daily Living Skills; Visually Impaired Mobility; Rehabilitation; Trainers; Professional Training; Qualifications; Cooperation; Demand Occupations; Focus Groups; Interviews; Surveys; Foreign Countries
Abstract: This article reports findings from one aspect of a large scale research project funded by the Guide Dogs for the Blind Association, to investigate the mobility, independence and life skills education available to children and young people with a visual impairment between 0 and 19 years of age in Northern Ireland (NI). Here the focus is on the nature of the support provided by rehabilitation workers for this age group. A mixed method approach (questionnaire survey, focus group and one-to-one interviews) was utilized to triangulate the findings. Whereas the results show that rehabilitation workers (RWs) in NI support some 147 children and young people across NI, most of this support is aimed at parents and takes the form of advice about service provision. At the outset of the project, only one part-time contracted Rehabilitation Worker (RW) had specialist training in working with children; during the project he was redeployed to adult services. In contrast to the small number of children catered for by the service, the majority of RWs work with adults over the age of 65. The implications of these findings are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. CACTUS: Command and Control Training Using Knowledge-Based Simulations (EJ787590)
Hartley, Roger; Ravenscroft, Andrew; Williams, R. J.
British Journal of Educational Technology, v39 n2 p390-400 Mar 2008
2008-03-00
Journal Articles; Reports - Descriptive
Descriptors: Computer Assisted Instruction; Computer Simulation; Decision Making; Foreign Countries; Planning; Police Education; Postsecondary Education; Trainers; Training Methods
Abstract: The CACTUS project was concerned with command and control training of large incidents where public order may be at risk, such as large demonstrations and marches. The training requirements and objectives of the project are first summarized justifying the use of knowledge-based computer methods to support and extend conventional training techniques. The software designs are based on a world model in which crowd groups and police units are placed on a digitized map and have probabilistic rules that govern their interactive behaviour. The simulation runs as a decision-making exercise that can include pre-event logistic planning, incident management, and debriefing evaluation. A key feature is the flexibility of the software, for it provides not only a working simulation but also a methodology and software tools for customizing programs to suit particular circumstances and training needs. [The case study was first published in "Interactive Learning International," Vol. 8, no. 2, 1992, 127-136, by John Wiley & Sons Ltd. (EJ446123).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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